Summer Learning Plan Days 21-40: July 20-August 14 Second Grade · 2 days ago · Summer Learning Plan Days 21-40: July 20-August 14 Second Grade Day 31 Math You will review different

Summer Learning Plan Days 21-40: July 20-August 14 Second Grade

Math or Literacy Social Studies, Science, or Literacy ALL Block

Day 21

Math You will solve comparison problems today. The problems are Compare Larger Unknown Comparison Problems. Review the lessons on pgs. 5-6. Complete the word problems and fluency activity for Day 21 on pg. 9. (NC.3.OA.8, NC.3.NBT.2) Optional: Log into DreamBox and continue working for 15 minutes.

Social Studies Topic: The Arts & Culture The arts are an important way for people to express how they view themselves and their communities. The arts are products of the human imagination. A lot about a culture is revealed through viewing its art, reading or listening to its stories, and taking note of its music, clothing, and dance. A culture’s works of art can communicate so much about its history, values, and beliefs. One example of this is the totem poles of the Native American Pacific Northwest Tribes. Animals from the area are carved into cedar poles, with each animal having very specific meanings. They also include information about clan lineage, tribal tales, and events in their history. Activity: One art form used in our area to express culture is the quilt. Today you’ll create a 9-section quilt (3x3) to describe elements of your culture and community. (3.C.1.2) Optional Enrichment Resource: Radiant Child: The Story of Young Artist Jean-Michel Basquiat [6:56] https://bit.ly/2XOZfOh

Day 22

Reading Optional: Watch the instructional video for Summer Learning Day 22 (https://bit.ly/2ndModules). With a family member, caregiver, or friend, read the text “A Teacher for Helen Keller” on pg. 13. -Discuss the gist of the story, be sure to include the challenges and solutions in your gist. -Use the note catcher to write the gist and details from the text that help you determine the gist. See pg 14. (RL3.1)

ALL Block Optional: Watch the Summer Learning Day 22 video to learn about (bit.ly/3rdALLBlockVideos). Independent Activity: ● Writing- Write about two texts. Look back at the texts “8-Year-Old Living in Homeless Shelter Wins New York

Chess Championship” and “These Brave Chinese Students Always Watch Their Step.” What are the similarities and differences between the two texts? Use the sentence frames on your ALL Block resource sheet Day 22 to help you. See pg. 18-19. (RI.3.9)

● Independent Reading- Read your independent text and complete a graphic organizer. See pg. 21-22 (RL.3.10, RI.3.10)

Day 23

Math You will solve comparison problems today. The problems are Compare Smaller Unknown Comparison Problems. Review the lessons on pgs. 5 and 7. Complete the word problems and fluency activity for Day 23 on pg. 9. (NC.3.OA.8, NC.3.NBT.2) Optional: Log into DreamBox and continue working for 15 minutes.

Social Studies Topic: Beliefs, Values & the Arts Groups express their beliefs and values through arts in the community. These things help cultures pass on their beliefs, values, and language. Folktales are stories that have been passed down through generations. Most folktales impart a lesson and represent an aspect of the culture they’re from. Sometimes the stories are familiar from culture to culture. We know the story of Cinderella. The Algonquin (Native American) story is The Rough Faced Girl. Adelita is a Mexican version of the tale. Mufaro’s Beautiful Daughter comes from Africa, while Yeh-Shen: A Cinderella Story from China has familiar lessons. Activity: Would this story be different if it were set where we live today? Write your own short version of the Cinderella story that reflects our time, place, and culture. Share your story with others. (3.C.1.2) Optional Enrichment Resource: The Golden Sandal [8:22] https://bit.ly/2Bja03D

Day 24

Reading Optional: Watch the instructional video for Summer Learning Day 24 (https://bit.ly/2ndModules). With a family member, caregiver, or friend, read the text “A Teacher for Helen Keller” on pg.13. -Use the note catcher to write about the moral or lesson you can take away from this article and details from the text that show this central message. See pg 15. (RL.3.2)

ALL Block Optional: Watch the Summer Learning Day 24 video to learn about (bit.ly/3rdALLBlockVideos). Independent Activity: ● Complex Text- Use the chart on pg. 19 to draw or write what you learned about life for Tani in “8-Year-Old Living

in Homeless Shelter Wins New York Chess Championship” on pg. 18-19. (RI.3.2) ● Independent Reading- Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10,

RI.3.10)

Day 25

Math You will solve comparison problems today. The problems are a mix of Compare Larger Unknown and Compare Smaller Unknown Comparison Problems. Review the lessons on pgs. 6-7. Complete the word problems and fluency activity for Day 25 on pg. 9. (NC.3.OA.8, NC.3.NBT.2) Optional: Log into DreamBox and continue working for 15 minutes.

Social Studies Topic: Creativity of Many Cultures Communities often reflect the creative ideas of the various cultures within them. Murals are frequently an important means for culture expression. Artists use images and symbols in public spaces to make political or belief statements, express culture pride, and depict shared history. Paying attention to and closely examining these public art works can open a window to understanding the cultural beliefs, and values within a community. Our own area is home to some incredible works of artistic expression. Activity: Today you are going to create your own mini-mural. What images would reflect ideas and important elements of your community? Create your mural on paper, then explain its meaning to someone. (3.C.1.2) Optional Enrichment Resource: Maybe Something Beautiful [7:19] https://bit.ly/3cqmByZ

1Charlotte-Mecklenburg Schools Summer 2020

https://bit.ly/2XOZfOh

https://bit.ly/2XOZfOh

https://bit.ly/2ndModules

http://bit.ly/3rdALLBlockVideos

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https://bit.ly/3cqmByZ

https://bit.ly/3cqmByZ


Day 26

Reading Optional: Watch the instructional video for Summer Learning Day 26 (https://bit.ly/2ndModules). With a family member, caregiver, or friend, read the text “A Teacher for Helen Keller” on pg.13. -Use the paragraph stems to draft a paragraph that describes the gist, lesson and how it is conveyed in “A Teacher for Helen Keller.” See pg. 15. (W.3.2a)

ALL Block Optional: Watch the Summer Learning Day 26 video to learn about (bit.ly/3rdALLBlockVideos). Independent Activity: ● Fluency/GUM- Read your favorite part of the “8-Year-Old Living in Homeless Shelter Wins New York Chess

Championship” fluently. Use the self-assessment checklist on the All Block Handout for Day 26. See pg. 19. (RI.3.5)

● Independent Reading- Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10, RI.3.10)

Day 27

Math You will solve comparison problems today. The problems are a mix of Compare Larger Unknown, Compare Smaller Unknown, and Compare Difference Unknown Comparison Problems. Review the lessons on pgs 5-7 . Complete the word problems and fluency activity for Day 27 on pg. 10. (NC.3.OA.8, NC.3.NBT.2) Optional: Log into DreamBox and continue working for 15 minutes.

Science Topic: Data Collection It is important for scientists to collect data. Data is factual information and helps scientists do their job. Data sheets are used to organize and record data. Today you are going to take a survey and record your data on the data sheet using tally marks. Create your data collection sheet with 3 columns. The headings for each column are Choices, Tally Mark, and Total. Under the Choices heading provides 3 different flavors of ice cream. Also, include the choice ‘I don’t like ice cream.’ Ask different people you know; what is your favorite flavor of ice cream? Record a tally mark for their answer. What did you notice about the data you collected? Talk to a caregiver about your thoughts. (NC 3 Science as Inquiry)

Day 28

Reading Optional: Watch the instructional video for Summer Learning Day 28 (https://bit.ly/2ndModules). With a family member, caregiver, or friend, read the text “Prize-winning children's author talks about the value of books” on pg. 13-14. -Read the “Fluent Readers Do These Things Anchor Chart” on pg. 15 with a family member, caregiver, or friend. -Choose one section of the article to read 3 times- 1st time in a funny voice, 2nd time in a robot voice, 3rd time in your best fluent voice. Check off any behaviors you were able to demonstrate while reading. -Write down one behavior you would like to work on as you continue your summer reading. See pg. 15. (RF.3.5)

ALL Block Optional: Watch the Summer Learning Day 24 video to learn (bit.ly/3rdALLBlockVideos). Independent Activity: ● Word Study and Vocabulary- Revisit ”8-Year-Old Living in Homeless Shelter Wins New York Chess

Championship” on pg. 18-19 and add bold print words from the article to your vocabulary log. See pg. 19. (L.3.4) ● Independent Reading- Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10,

RI.3.10)

Day 29

Math You will solve word problems today. The problems are a mix of Compare Larger Unknown, Compare Smaller Unknown, Compare Difference Unknown, and Start Unknown Problems. Review the lessons on pgs. 5-7 Complete the word problems and fluency activity for Day 29 on pg. 10. (NC.3.OA.8, NC.3.NBT.2) Optional: Log into DreamBox and continue working for 15 minutes.

Science Topic: Bar Graphs When scientists conduct an experiment they collect data. Yesterday, you were a scientist and collected data about what flavor ice cream people liked. Today, you are going to show what you learned from the survey by creating a graph. A bar graph is a simple way to present data because they are easy to understand. Complete the bar graph by adding your survey information to the blank spots. (NC 3 Science as Inquiry)

Day 30

Reading Optional: Watch the instructional video for Summer Learning Day 30 (https://bit.ly/2ndModules). With a family member, caregiver, or friend, read the text “Prize-winning children's author talks about the value of books” on pg. 13-14. -Discuss the gist of the story. Be sure to include the challenges and solutions in your gist. -Use the note catcher to write the gist and central message. See pg. 16. (RL.3.2)

ALL Block Optional: Watch the Summer Learning Day 30 video to learn more about (bit.ly/3rdALLBlockVideos). Independent Activity: ● Writing- Reread “8-Year-Old Living in Homeless Shelter Wins New York Chess Championship” on pg. 18 and

respond to a prompt in your journal. See pg. 20. (RI.3.10) ● Independent Reading- Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10,

RI.3.10)









Day 31

Math You will review different types of word problems today: Compare Larger Unknown, Compare Smaller Unknown, Compare Difference Unknown, and Start Unknown Problems. Review the lessons on pgs. 5-8. Complete the word problems and fluency activity for Day 31 on pg. 11. (NC.3.OA.8, NC.3.NBT.2)

Optional: Log into DreamBox and continue working for 15 minutes.

Social Studies Topic: Sharing Cultures Cultures borrow and share from one another to form the culture of the overall community. These include things like foods, language, rules, traditions, and behaviors. America is unique because it has people from so many different cultural backgrounds all in one place. The USA has been called a melting pot because immigrants gave up much of their cultures to become totally incorporated into American society. As cultural diversity has become valued more, immigrants have maintained their traditions, language, and cultural identity. This is described as a salad bowl, many cultures peacefully together, like ingredients in a salad. Activity: Think of ways that you see evidence of cultures other than your own within your community. List as many of these (be specific) as you can. Think food, music, clothes, worship, etc. (3.C.1.3) Optional Enrichment Resource: Read-Aloud: At the Same Moment Around the World [9:49] https://bit.ly/3dACIew

Day 32

Reading Optional: Watch the instructional video for Summer Learning Day 32 (https://bit.ly/2ndModules). With a family member, caregiver, or friend, read the “Digital Learning Challenge: Teacher Model” paragraph on pg. 16. -Think about the teacher’s digital learning challenges and discuss your own digital learning challenges during remote learning. -Using the note catcher, record two of your own digital learning challenges that you experienced during remote learning. See pg. 16. (W.3.2a)

ALL Block Optional: Watch the Summer Learning Day 32 video to learn more about using your vocabulary log to analyze the meaning of a vocabulary word (bit.ly/3rdALLBlockVideos). Independent Activity: ● Complex Text- Revisit “A Teacher for Helen Keller” on pg. 13 and underline or highlight one interesting fact and

two things you learned. Share with a family member and complete the graphic organizer. See pg. 19. (RI.3.2) ● Independent Reading- Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10,

RI.3.10)

Day 33

Math You will continue to review different types of word problems today: Compare Larger Unknown, Compare Smaller Unknown, Compare Difference Unknown, and Start Unknown Problems. Review the lessons on pgs. 5-8. Remember to use your models to represent the problems. Complete the word problems and fluency activity for Day 33 on pg. 11. (NC.3.OA.8, NC.3.NBT.2)


Social Studies Topic: Nonfiction Texts as a Window into Cultures Understanding cultural differences is an important step to creating a thriving community. Non-fiction texts (books, magazines, newspapers, brochures, historical narratives) are a key way that we can explore elements of various cultures. Museums, public art, recipe books, restaurant menus, and festivals are additional ways to learn about different cultures. Activity: How could you learn more about another culture that we have right here within our own community? Search your own home for resources, brainstorm ideas, and talk to an adult. Once you’ve done all this, make a list of 7-10 ways you could understand more about other cultures. (3.C.1.3) Optional Enrichment Resource: A Boy Called Slow [11:06] https://bit.ly/2yTJP2R

Day 34

Reading Optional: Watch the instructional video for Summer Learning Day 34 (https://bit.ly/2ndModules). With a family member, caregiver, or friend, read the “Digital Learning Challenge: Teacher Model” paragraph on pg. 16. -Using the teacher’s strategies as an idea generator, come up with your own strategies that may help you overcome your digital learning challenges. -Using the note catcher, record a strategy for each of your digital learning challenges. See pg. 16. (W.3.2a)

ALL Block Optional: Watch the Summer Learning Day 34 video to learn more about (bit.ly/3rdALLBlockVideos). Independent Activity: ● Fluency/GUM- Read two pages of your AIR book and self-assess how you did using the “Fluency

Self-Assessment Checklist” on pg. 20. (RF.3.5) ● Independent Reading- Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10,

RI.3.10)

Day 35



Science Topic: Making Observations When scientists are doing experiments they make observations about what is happening at that time. Observations describe only facts that you can see, touch, smell, taste, and hear (five senses). Do not use taste as an observation tool. They are not making guesses. They collect the data using qualitative and quantitative observations. Qualitative observations describe an object (such as texture, taste, color, smell…) Quantitative observations are measurable or countable. Find an object in your home. Using your scientist skills, make at least 6 observations about the object. Try to make 3 qualitative and 3 quantitative observations. (NC 3 Science As Inquiry)

Day 36

Reading Optional: Watch the instructional video for Summer Learning Day 36 (https://bit.ly/2ndModules). With a family member, caregiver, or friend, read the “Digital Learning Challenge: Teacher Model” paragraph on pg. 16 to help you generate ideas. -Discuss why digital learning is important and how strategies help us overcome learning challenges. -Using the sentence stem note catcher and your table from Day 30 and Day 32, draft an informative paragraph about your digital learning challenges and how to overcome these challenges. See pg. 16. (W.3.2)

ALL Block Optional: Watch the Summer Learning Day 36 video to learn more about reading an independent reading text with increasing stamina (bit.ly/3rdALLBlockVideos). Independent Activity: ● Word Study and Vocabulary- Revisit “A Teacher for Helen Keller” on pg. 13 and find 2-3 unknown words. Add

the words to your vocabulary log. See pg. 20. (L.3.4) ● Independent Reading- Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10,

RI.3.10)


https://bit.ly/3dACIew

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Day 37



Science Topic: Making Inferences Scientists investigate things that they cannot observe directly. For example, scientists cannot see dinosaurs. Scientists still want to know more about them, so they gather evidence about dinosaurs in other ways. For example, they make observations of dinosaur fossils .Once scientists have gathered evidence, they use it to make inferences about the things they are investigating. For example, when scientists figure out what is in a fossil dinosaur dropping, they can then make inferences about what the dinosaur ate when it was alive. They are not observing the dinosaur eating—they are using evidence to make an inference. Inferences are conclusions or deductions based on observations. They are based on scientist observation and prior knowledge. (NC 3 Science as Inquiry) Example: Observation: The grass in the yard is wet. Inference: It rained or the sprinkler was on. Use the image to make observations and at least 2 inferences. Share your thoughts with a caregiver.

Day 38

Reading Optional: Watch the instructional video for Summer Learning Day 38 (https://bit.ly/2ndModules). With a family member, caregiver, or friend, read your digital learning draft paragraph from Day 36 and the “Revising Strategy Anchor Chart” on pg. 17. -Discuss the ways you can strengthen your informative paragraph. -Using the “Revising Strategy Anchor Chart,” revise your paragraph. Look for capitalization, organization, punctuation and spelling errors. Re-write your paragraph after completing the editing process. See pg. 17. (W.3.2f)

ALL Block Optional: Watch the Summer Learning Day 38 video to learn more about reading a text aloud fluently and accurately (bit.ly/3rdALLBlockVideos). Independent Activity: ● Writing- Revisit “A Teacher for Helen Keller” and respond to the prompt provided in your journal. See pg. 20.

(RI.3.10) ● Independent Reading- Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10,

RI.3.10)

Day 39

Math Today is the last day to review different types of word problems: Compare Larger Unknown, Compare Smaller Unknown, Compare Difference Unknown, and Start Unknown Problems. Review the lessons on pgs. 5-8. Remember to use your models to represent the problems. Complete the word problems and fluency activity for Day 37 on pg. 12. (NC.3.OA.8, NC.3.NBT.2)


Science Topic: Tools Caregivers create “mystery bags” for the student to practice making observations and inferences. In 2-3 plastic shopping bags, paper brown bags, or any bag that is not see through, put small objects for the student to observe and make inferences about. Example of items: pencil, snack food, earbuds, any non breakable item. Students can shake, touch and smell the mystery bag in front of them (they cannot look at the item). What observation can they make based on the senses used? Can you make an inference as to what the item might be? Do this for each bag and share your observations and inferences with a caregiver. (NC 3 Science as Inquiry)

Day 40

Reading Optional: Watch the instructional video for Summer Learning Day 40 (https://bit.ly/2ndModules). With a family member, caregiver, or friend, read the “Goal Setting Strategy Model” chart on pg. 17. -Discuss learning challenges you may face as a third grader, goals you can set to overcome your challenges, and strategies you can put in place to meet your goals. -Complete the Goal Setting/Strategy chart in a journal or on a piece of paper. -Read the completed chart in your best fluent reading voice. See pg. 17. (RF.3.4) -Get excited for Third Grade!

ALL Block Optional: Watch the Summer Learning Day 40 video to learn more about how to read a research reading text independently and choose and respond to an appropriate reading prompt (bit.ly/3rdALLBlockVideos). Independent Activity: ● Complex Text- Reread the text “A Teacher for Helen Keller” on pg. 13. Use the Day 40 chart on pg. 20 to draw or

write what you learned about life for Helen Keller. (RI.3.2) ● Independent Reading- Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10,

RI.3.10)

SPECIALS - Choose at least one activity to complete each day. Your well-being is important to us. Please do not participate in physical activity if you are not feeling well.

❏Sing a song with someone. ❏Read a fiction (story) and nonfiction (true) book

about pollinators. Write which book taught you the most about pollinators and why. Draw two things you learned about pollinators.

❏Yikes! Something is in the back of your house. Draw a picture of it.

❏Bear Walk! With your bottom in the air, step forward with your right hand and step forward with your left foot. Step forward with the left hand then the right foot. Continue to move across the room.

❏With a partner, hold each other’s shoulders. Try to tap the other person’s toe without having yours tapped.

❏Using any type of line or shape to create a picture with only the three primary colors (red, blue, yellow).

❏Learn about how to do something from the World Book Encyclopedia or a book. Write the steps to doing what you learned and teach someone how to do it.

❏Make up new rhyming words to sing with “Down by the Bay.”

I certify that my child, _________________________________________________, did complete all of the required activities in days 21-40 of this learning plan. Parent/Guardian Signature _____________________________________________________________________ Date _____________________________________________






Days 21 - 29 Exploring Comparison ProblemsWhen we solve problems that involve comparing two amounts or considering how much more or how many fewer one amount is than another, we are solving comparison problems. There are 3 types of Comparison problems:

Difference Unknown Larger Unknown Smaller UnknownAll of these problems include comparing the number of cans of food that Molly collected to the number of cans of food that Sam collected.So, all of these problems are comparison problems. However, each question is missing different information that you must find out.

Problem Solving Strategy:1. Read and think about the problem. Turn the paper

over and retell the story that is happening in your mind.

2. Write an equation to represent the comparison situation. If you are given two amounts to compare to find how many more or how many fewer, you can write a subtraction equation to find the difference between the two amounts, or you can write an addition equation adding the unknown difference to the smaller amount. If you know one amount and how many more or how many fewer the other amount is, then you could write an equation to show adding the more amount or subtracting the fewer amount. Always carefully read the problem to know which is more, adding the more amount to the smaller quantity (even if it is the unknown part) or subtracting the fewer amount from the larger amount (even it its the unknown amount). Use a blank in the equation to hold a place for the part you don’t know (the part you are trying to find out).

3. Use bars to represent the two quantities and the unknown amount. Once you have your equation, you can use an open number line to find the sum or difference.

4. Put the missing information in the blank in your equation. Does your equation make sense?

Example:Keasia made bracelets using purple and green beads. She used 74 purple beads and 18 green beads. How many more purple beads did Keasia use than green?Think:

Represent:Addition: 18 + _____ = 74

18 + 56 = 74. This makes sense!

A girl used purple and green beads to make bracelets. She used more purple beads than green beads.

Sam collected 56 cans of food for the food drive. Molly

collected 42 cans of food. How many more cans of food did

Sam collect than Molly?

Sam collected 56 cans of food for the food drive. Molly

collected 42 cans of food. How many fewer cans of food did

Molly collect than Sam?

Sam collected 14 more cans of food than Molly. Molly collected 42 cans of food.

How many cans of food did Sam collect?

Molly collected 14 fewer cans of food than Sam. Molly

collected 42 cans of food. How many cans of food did

Sam collect?

Molly collected 14 fewer cans of food than Sam. Sam


Molly collect?

Sam collected 14 more cans of food than Molly. Sam


Molly collect?

18 Green Beads ?74 Purple Beads

746056 64

-4-4

-10

You could write an

addition or subtraction equation to solve this problem!

Subtraction:74 - 18 = ___

The blank represents how many more purple than green. That’s what we need to find out.

742018 70

+2

+50+4


Day 21 Exploring Comparison ProblemsWhen we solve problems that involve comparing two quantities, we are solving comparison problems. There are 3 types of comparison problems. Today, we will focus on Compare Larger Unknown Problems.

This is an addition problem. 3 + 2 = 5

Compare Larger Unknown Problems

Problem Solving Strategy:1. Read and think about the problem. Turn the paper over and retell the story that is happening in your

mind. 2. Write an equation to represent the comparison situation. If you are given two amounts to compare to

find how many more or how many fewer, you can write a subtraction equation to find the difference between the two amounts, or you can write an additional equation adding the unknown difference to the smaller amount. If you know one amount and how many more or how many fewer the other amount is, then you could write an equation to show adding the more amount or subtracting the fewer amount. Always carefully read the problem to know which is more, adding the more amount to the smaller quantity (even if it is the unknown part) or subtracting the fewer amount from the larger amount (even it its the unknown amount). Use a blank in the equation to hold a place for the part you don’t know (the part you are trying to find out).



Example: Charlotte has 23 fewer tomato plants than lettuce plants. She has 15 tomato plants. How many lettuce plants does she have?

Think:

Represent:___ - 23 =15

This makes sense! 38 - 23 = 15

Jude has 2 more butterflies than bees in his backyard. Jude has 3 bees. How many butterflies does Jude have?

A girl has a garden. She has 15 tomato plants. I know that is 23 fewer than lettuce plants. So, she has more lettuce plants.

We know lettuce has a bigger number of plants because tomatoes are 23 fewer. So, we can think lettuce - 23 = tomatoes. Since we are trying to find the number of lettuce plants, we can use a blank for lettuce.

Lettuce ?Tomato 15 23

Our bar diagram helps us see that we will need to put 15 and 23 together to find the number of lettuce plants. If lettuce and tomato were the same both would have 15, but since we know tomatoes are 23 fewer, we have to add the 23 to the tomatoes to find the number of lettuce plants

3815 35

+20 +3


Day 23 Exploring Comparison Problems When we solve problems that involve comparing two quantities, we are solving comparison problems. There are 3 types of comparison problems. Today, we will focus on Compare Smaller Unknown Problems. Colton Harrison

This is a subtraction problem. 4 - 2 = 2

Compare Smaller Unknown Problems

Problem Solving Strategy:1. Read and think about the problem. Turn the paper over and retell the story that is happening in your

mind. 2. Write an equation to represent the comparison situation. If you are given two amounts to compare to

find how many more or how many fewer, you can write a subtraction equation to find the difference between the two amounts, or you can write an additional equation adding the unknown difference to the smaller amount. If you know one amount and how many more or how many fewer the other amount is, then you could write an equation to show adding the more amount or subtracting the fewer amount. Always carefully read the problem to know which is more, adding the more amount to the smaller quantity (even if it is the unknown part) or subtracting the fewer amount from the larger amount (even it its the unknown amount). Use a blank in the equation to hold a place for the part you don’t know (the part you are trying to find out).



Example: Francis has 12 more pet fish than Harper. Francis has 20 fish. How many pet fish does Harper have? Think:

Represent:__ + 12 = 20

This makes sense! 8 + 12 = 20

Harrison has 2 fewer pool floats than Colton. Colton has 4 pool floats. How many pool floats does Harrison have?

A boy has 20 fish. He has 12 more than his friend. I need to find how many fish his friend has.

Francis has more fish. If we add 12 to Harper’s fish, that’s the number of fish Francis has.

Harper + 12 = FrancisWe can use a blank for Harper since we don’t know how many fish Harper has.

Francis 20 fishHarper ? 12

208 10

-2-10

Our bar diagram helps us see that we will need to count back 12 from Francis’ fish to find Harper’s fish since Francis has 12 more. We can subtract 12 from 20 to find Harper’s fish.


Day 31-39: Reviewing Add To and Take From Start Unknown ProblemsWhen we solve problems that involve adding to an amount or taking from an amount, we are solving problems with action. Start unknown problems are types where we don’t know the amount at the beginning of a story.

Days 31-39: Reviewing Put Together and Take Apart ProblemsWhen we solve problems that involve putting parts or amounts together in order to find the total (whole), then we are solving Put Together-Total Unknown problems. When we solve problems that provide the total amount and the value of one part, then we are solving Take Apart-One Addend Unknown problems.

Think:

Represent: ? - 4 = 8

This makes sense! 12 - 4 = 8

Think:

Represent:? + 19 = 48


A boy had some seashells and finds some more. Now he has more seashells.

Problem Solving Strategy:1. Read and think about the

problem. Turn the paper over and retell the story that is happening in your mind.

2. Write an equation to represent what is happening. Is something being added? That’s addition! Is something being taken away? That’s subtraction! Use a blank in the equation to hold a place for the part you don’t know (the part you are trying to find out).

3. Use a number line to represent what is being added or taken away in the problem. What is the missing information?


Add To Start Unknown Take From Start UnknownBoyce had some seashells. On Saturday, he found 19

more seashells on the beach and now he has 48 seashells in his collection. How many seashells did Boyce have to

start with?

Lamont had some pencils. He gave his friend Clara 4

pencils. Now, Lamont has 8 pencils. How many pencils did

he have to start with?

?

A boy had some pencils. He gave some to a friend. Now he has

less pencils.

8

+4

12

Total UnknownSelena had 27 pieces of watermelon

and 18 pieces of pineapple. How many pieces of fruit did she have?

Part UnknownSelena had 46 pieces of fruit. Some were watermelon and some were pineapple. If she had 27 pieces of watermelon,

how many pieces of pineapple did she have?Problem Solving Strategy:1. Read and think about the problem. Turn the paper over and

retell the story (what is happening in your mind).2. Write an equation to represent what is happening. Is one part

missing? Is the total missing? Use a blank in the equation to hold a place for the missing information. Use a bar diagram to represent the problem. What is the missing information?


Think:

Represent:27 + ? = 4646 - 27 = ?


A girl had some watermelon and some pineapple. I know the total pieces and the

number of watermelon.

46 total fruit

27watermelon

?pineapple

We go back 19 to find how many the boy started with.

The boy ended with 8, so we can add the 4 he gave away back to the 8 see how many he started with.


Day 21 Fluency (NC.3.NBT.2)

Set 1:9 + 1 =7 + 3 =

Set 2:5 + 5 = 4 + 6 =

Set 3:2 + 8 =6 + 4 =Look at the 3 sets above. Tell a family member or your favorite toy about a pattern you notice.

Day 21 Problem Solving (NC.3.OA.8)

1. Elijah has 18 more dollars than Luke. Luke has 45 dollars. How many dollars does Elijah have?

2. Kate wrote 24 fewer songs than Alex. Kate wrote 12 songs. How many songs did Alex write?

3. Tamira made 12 more baskets than Keshawn. Keshawn made 29 basketball baskets. How many baskets did Tamira make?


Set 1:1 + 9 =3 + 7 =

Set 2:6 + 4 = 8 + 2 =

Set 3:5 + 5 =8 + 2 =Look at the 3 sets above. Tell a family member or your favorite toy about a pattern you notice.


1. Antonio has travelled to 13 more states than Collin. Antonio has been to 20 states. How many states has Collin been to?

2. Jose scored 16 fewer goals than Eduardo. Eduardo scored 25 soccer goals this season. How many goals did Jose score?

3. Alexis spelled 36 more words correctly than Allison in a spelling bee. Alexis spelled 54 words correctly. How many words did Allison spell correctly?


Make a ten, then add on. 8 + 5 = turn into 10 + 3 = 13

Set 1:9 + 4 =9 + 5 =

Set 2:8 + 3 = 8 + 6 =

Set 3:6 + 7 =6 + 8 =

Look at the 3 sets above. Tell a family member or your favorite toy about a pattern you notice.


1. Gracelyn hit the paintball target 19 fewer times than Emma. Gracelyn hit the paintball target 35 times. How many times did Emma hit the paintball target?

2. Ryan read 52 fewer pages than Alaina. Ryan read 48 pages. How many pages did Alaina read?

3. Jax has 15 more hits than Chase. Chase has 28 hits this baseball season. How many hits does Jax have?



Make a ten, then add on. 8 + 5 = turn into 10 + 3 = 1313 + 5 turn into 10 + 8 = 18

Set 1:7 + 5 =7 + 7 =

Set 2:5 + 8 = 5 + 9 =

Set 3:12 + 3 =12 + 4 =



1. Jack made 24 cookies. Charlie made 48 cookies. How many more cookies did Charlie make than Jack?

2. Mary has 17 more dollars than Vivien. Mary has 75 dollars. How many dollars does Vivien have?

3. Eduardo scored 32 more points on the video game than

David. Eduardo scored 88 points. How many points did David score?


Make a ten, then add on. 8 + 5 = turn into 10 + 3 = 1313 + 5 turn into 10 + 8 = 18

Set 1:6 + 4 =2 + 8 =

Set 2:12 + 1 = 12 + 4 =

Set 3:11 + 5 =11 + 7 =

Look at the 3 sets above. Tell a family member or your favorite toy about a pattern you notice


1. Lanell has 21 more erasers than Kobe. Kobe has 45 erasers. How many erasers does Lanell have?

2. Maeve swam 8 fewer laps than Megan. Megan swam 30 laps at the pool. How many laps did Maeve swim?

3. Gina rode her bike 9 fewer days than Adam. Gina rode her bike 26 days in the summer. How many days did Adam ride his bike in the summer?

4. Carlos rode 23 roller coasters at the amusement park. James rode 17 roller coasters. How many more coasters did Carlos ride than James?

5. Charlie has 43 gems. Collin has 25 gems. How many fewer gems does Collin have than Charlie?


Day 31 Fluency (NC.3.NBT.2) Think: How close is 8 to 10? 8 + 3 = 10 + 1Set 1:8 + 3 =8 + 5 =

Set 2:8 + 2 =8 + 4 =

Set 3:8 + 5 = 8 + 7 =



1. Tara had some flowers that she had picked on a walk in her basket. The next day, she went for another walk and picked 37 more flowers. If she has 68 flowers in her basket now, how many flowers did Tara have to start with?

2. Some of Juan’s toys were trucks and some were Legos. He has 54 toys in all. If 15 of his toys were trucks, how many Legos did Juan have?

3. Lucy has 17 fewer bows than Rachel. If Lucy has 46 hair bows, how many bows does Rachel have?

Day 33 Fluency (NC.3.NBT.2) Think: How close is 9 to 10? 9 + 4 = 10 + 3Set 1:9 + 2 =9 + 4 =

Set 2:9 + 3 =9 + 6 =

Set 3:9 + 5 = 9 + 7 =



1. Genesis has 23 more comic books than Shawn. If Genesis has 42 comic books, how many comic books does Shawn have?

2. The store had some popsicles for sale Over the weekend, they sold 45 popsicles. If they have 38 popsicles left, how many popsicles did they have to start with?

3. There were 76 fruit baskets at the fruit stand. Some were strawberries some were blueberries. If 49 of the baskets were blueberries, how many strawberry baskets did the fruit stand have?

Day 35 Fluency (NC.3.NBT.2) Think: How close is 8 and 9 to 10? 8 + 9 = 10 + 7 Set 1:8 + 2 =9 + 2 =

Set 2:9 + 6 =9 + 5 =

Set 3:9 + 8 =8 + 8 =



1. Landon had 54 sports practices this summer. He practices football and baseball. If 28 of his scheduled practices are football, how many baseball practices does he have?

2. Grace planted 29 more flowers in their garden than Helen. Helen planted 46 flowers. How many flowers did Grace plant?

3. Charlotte and Sonya jog at the park every day after school. So far this year, Charlotte has jogged 53 miles. Sonya has jogged 39 miles. How many fewer miles has Sonya jogged than Charlotte?


Day 37 Fluency (NC.3.NBT.2)THINK: How can doubles and making ten help you solve?

Set 1:9 + 3 =12 - 9 =

Set 2:8 + 6 =14 - 8 =

Set 3:4 + 7 =11 - 7 =



1. The bakery is having a cookie sale. They have baked 88 cookies. They baked 46 oatmeal cookies and the rest are chocolate chip. How many chocolate chip cookies does the bakery have to sell?

2. Jake collected some seashells. His friend Tim gave him 26 more seashells to add to his collection. Now Jake has 79 seashells. How many seashells did Jake have to start with?

3. Yesha has a goal of reading 100 books this summer. So far she has read 54 books. How many books does she need to read to make her goal?


THINK: What do the problems in each set have in common?

Set 1:8 + ? = 12? + 5 = 12

Set 2:13 - ? = 418 - ? = 9

Set 3:17 - ? = 8? + 3 = 12

What strategies did you use to find the missing numbers? What patterns did you notice? Tell someone in your family or your favorite toy.


1. The shop at the beach is selling towels. The shop has 56 yellow towels and the rest are blue. The shop has 87 towels altogether. How many blue towels does the beach shop have to sell?

2. Walmart has 43 fewer packs of toilet paper than Target. Target has 87 packs of toilet paper. How many packs of toilet paper does Walmart have?

3. Cheryl had 52 red balloons and 26 blue balloons from her birthday car parade. How many fewer blue balloons did Cheryl have?

4. Kelly had some gallons of paint for her home project. She used 28 gallons of paint to paint the bedrooms in her house. If she has 14 gallons of paint left, how many gallons of paint did Kelly have before she started her project?

5. Tony earned 36 more coins in DreamBox this month than Ben. Ben earned 54 coins this month. How many coins did Tony earn in DreamBox?


Reading- Modules Resource Page - Summer Learning Days 22-40 Second Grade

A Teacher for Helen Keller 2017 Reading Is Fundamental • Content created by Simone Ribke

By Family member of Thaxter P. Spencer, now part of the R. Stanton Avery Special Collections, at the New England Historic Genealogical Society. See Press Release [1] for more information. (New England Historic Genealogical Society) [Public domain], via Wikimedia Common

Helen Keller was born a healthy baby in 1880, but became very sick at the age of two. The illness caused her to lose both her sight and her hearing.

As Helen grew, life became more difficult for Helen as well as for her family. Helen did not have a way to communicate with them. She couldn’t understand them and they couldn’t understand her. Helen got very frustrated. She had a lot of temper tantrums.

Helen’s parents realized that they needed a specially trained teacher to help their daughter. They searched all over the country and found a unique woman named Anne Sullivan. Anne was a teacher for the blind in Massachusetts and was also partially blind herself.

Anne moved to Alabama to live with Helen and her family. She became Helen’s private tutor. She brought a doll with her to give to Helen. When she gave Helen the doll, she spelled the word “doll” into Helen’s hand using sign language. Anne continued teaching Helen this way for some time. She would have Helen hold something in one hand while she spelled the word for that object into her other hand. Helen had a hard time understanding the meanings of the signs, but Anne was patient and did not give up.

Everything changed one day when Anne brought Helen to a waterspout. She poured water over one of Helen’s hands and spelled the word “w-a-t-e-r” into the other one. Helen made the connection between the feeling of the water and the letters on her hand. She finally understood what the signs meant! She was delighted! She wanted to learn more and more.

Anne stayed with Helen for the rest of her life. She taught Helen how to read and write using Braille, a type of writing for people who can’t see. Each letter of the alphabet has a different pattern of raised dots and you read Braille with your fingertips. Anne taught Helen how to speak, even though Helen couldn’t hear herself. She taught her how to read people’s lips by placing her fingertips over their lips as they spoke. Now Helen could understand people and they could understand her.

Helen became an excellent student. She eventually went to college. Anne stayed with her during her classes and signed everything the teacher said into Helen’s hand. Helen graduated college with honors. Helen wrote books, starred in plays, and met presidents and celebrities. She showed the world that a person with disabilities can live an amazing, full life. She helped blind and deaf people all over the world. She showed the world how much people with disabilities can do if they have the right teacher. Thank you Anne Sullivan.

Prize-winning children's author talks about the value of books

By Washington Post, adapted by Newsela staff on 01.16.18

Jacqueline Woodson is an author. She has written 30 books for children. This month, she received a big award. She was named the National Ambassador for Young People's Literature.


An ambassador is someone who stands for or supports something. In her new role, Woodson will support reading. She will work to inspire more young people to read.

Woodson is the sixth writer to get this honor. It is given by three groups. They are the Library of Congress, the Children's Book Council and Every Child a Reader. All three work to help kids become readers for life.

Books And Libraries Are Important Woodson wrote a book called "Brown Girl Dreaming." It is one of her most famous books. The story is about Woodson's childhood in New York and South Carolina. It is written as a long poem.

"Brown Girl Dreaming" won top book prizes. Woodson's other books have won important prizes, too.

Woodson will be the ambassador for two years. She plans to travel around the country. She will speak with many kids. Woodson wants to show them that books and libraries are important to their lives.

Reading can make kids more hopeful, she said. Some books may even inspire them to change the world!

Labels Are Not Helpful As a child, Woodson had trouble learning to read. She was called a "struggling reader." She wrote about it in "Brown Girl Dreaming." Woodson does not agree with labels like this. She wishes grown-ups would stop using them. These labels aren't helpful, she said. They can make kids feel bad about themselves. All kids are different. They may learn to read at different times and speeds, and that is okay.

Woodson's own children started reading at different ages. Her son is 9 years old. Her daughter is 15 years old. They are very different kinds of readers, she said. Still, books have always been a part of their lives.

"Village Of Readers" Sometimes, she and her kids don't know what to read next. When that happens, Woodson asks other people for suggestions. She calls these people her "village of readers." She said she would like everyone to have a reading community.

That is another goal Woodson is thinking about. She said she hopes the world will get to a point where "there's a book for everyone."

Day 22: Reading for Gist

Directions: Recreate this chart in your journal or on a piece of paper. After you read the article, determine the “gist,” by answering the questions below.

Text: “A Teacher for Helen Keller” What details from the story support your answers?

Who is the article about?

What are the challenges or problems faced?

What are the solutions to the problems?


Day 24: Close Read Note-catcher Directions: Previously, you read the article for the gist. Today you will do a close read to identify the central message and the details from part of the text that helps to communicate the central message. Recreate this chart in your journal or on a piece of paper.

Lesson/Message from the Text “A Teacher For Helen Keller”

Details from Text How does it help communicate the lesson/message?

1.

2.

3.

4.

Day 26: Writing a central message paragraph. Directions: Previously, in your journal or on a piece of paper, you communicated the central message and the details from the text that helped to convey the central message. Today, you will take the notes and create a paragraph. Use the sentence starters below to complete your paragraph on a piece of paper or in a journal.

The text, “A Teacher for Helen Keller” is a story about ______________________________________________________________________________.

The text teaches us that (central message goes here) _____________________________________________________________________________.

The text conveys the central message by describing (details from text go here) ______________________________________________________.

These details show us (how it helps communicate lesson) that ______________________________________________________________________.

Day 28: “Fluent Readers Do These Things” Anchor Chart Directions: Today we will look at another text where a person is overcoming challenges. Today, refer to the Fluency anchor chart below. Read “Prize-winning children's author talks about the value of books” three times. First read- silly voice. Second read- robot voice. Third read- your best reading voice. Check off the reading behaviors you were able to show by your last read. In your journal, write down at least one fluency behavior you want to keep working on.

“Fluent Readers Do These Things” Anchor Chart

❏ Read smoothly.

❏ Correct yourself when you make mistakes.

❏ Read at an appropriate volume for everyone to hear you. ❏ Read at an appropriate pace for everyone to understand the words you are saying. ❏ Pause at commas and fully stop at periods.

❏ Read questions like questions and exclamations with excitement.

❏ Change voice and volume depending on meaning. ❏ Change the tone to match the message (sad, serious, funny, joyful, surprised).

❏ Read dialogue between quotation marks with expression to convey meaning.

❏ Change your facial and body language to convey meaning.


Day 30: Reading for Gist and Central Message Directions: Recreate this chart in your journal or on a piece of paper. After you read the article “Prize-winning children's author talks about the value of books”, determine the “gist,” by answering the questions below. Then write the message or lesson the author wants you to take away from this text.

Text: Prize-winning children's author talks about the value of books What details from the story support your answers?

Who is the article about?

What are the challenges or problems faced?

What are the solutions to the problems?

Lesson the author wants you to take away:

Day 32: “Digital Learning Challenge: Teacher Model” Paragraph Directions: Previously, you reread a second story about people overcoming academic challenges. Today you will read the teacher model “Digital Learning Challenges” paragraph. As you read, think of your own digital learning challenges that you have been experiencing over the past few months.

Digital Learning Challenge: Teacher Model

Digital learning is important because it helps me to be successful even if I can’t be in school with my students. I have identified two of my most significant digital learning challenges and some strategies to help me overcome those challenges. One challenge I have with digital learning is figuring out how to make loom videos. I like to record videos for my students so they can learn with me at home. A strategy I can use to overcome this challenge is to continue exploring the website and practicing my video lessons. Another digital learning challenge I have is managing the workload. Sometimes I find myself working at 8:00 at night! A strategy I can use to help overcome this challenge is to create a daily schedule and try my best to follow that schedule. Overcoming my digital learning challenges is important to me because I want to be the best teacher for my students.

Recreate the note catcher below in your journal or on a piece of paper. Record two digital learning challenges you are having during

remote learning. Leave the strategy boxes blank, we will work on these in our next lesson.

Days 32 & 34: Record challenges and strategies that help overcome these digital learning challenges. Previously, you came up with two digital learning challenges you are experiencing during remote learning. Today, reread the teacher model paragraph and write down two strategies you can use to help you overcome your two digital learning challenges.

My Digital Learning Challenges Strategy

1.

2.

Day 36: Drafting your digital learning challenges paragraph. Directions. Previously, you recorded two digital learning challenges and one strategy you can use to help you overcome each challenge. Today you will draft your paragraph using your note catcher from Day 32. Use the sentence starters below to help you draft your paragraph on a piece of paper or in your journal at home. Don’t forget to reference the model paragraph to help you with organization.

Digital learning is important because ____________________________________________________________________________________________.

I have identified two digital learning challenges and strategies I can use to help me overcome them.

My first challenge is ________________________ . A strategy I can use to help overcome this challenge is ________________________________.


Another digital learning challenge I have is ________________________. A strategy I can use to overcome this is ________________________.

As you can see, overcoming my digital learning challenges will help me ____________________________________________________________.

Day 38: Revising your digital learning challenges paragraph Previously, you drafted your digital learning challenges paragraph. Today you will take these sentences to write a well constructed paragraph. When you are finished with your paragraph you will revise using the below criteria. Check off as you revise for the following:

Revising Strategy Anchor Chart

❏ Capitalization- Ensure proper nouns and beginning of sentences are capitalized. ❏ Organization- Ensure that your paragraph flows well and makes sense. ❏ Punctuation- Ensure you use commas to separate thoughts. Ensure you use periods, question marks or exclamation points to

complete your thoughts and quotation marks to show dialogue. ❏ Spelling- Ensure you have checked for spelling errors.

Day 40: Goal Set for the 2020/2021 school year Previously, you revised your digital learning challenge paragraph. Today you will think about the challenges you face at school sometimes. Record two goals you would like to set to help you overcome challenges and one strategy you will use to help you overcome each challenge. A model is provided below. Create a chart like the model below in your journal or on a blank sheet of paper. Be sure to include the headings you see here.

Goal Setting/Strategy Model

Challenge Goal I can set to help me overcome challenge Strategy

Counting money I will count money correctly with an adult I will practice counting money 3 times a week

Writing neatly I will write more neatly in my journal I will practice writing neat sentences everyday.

ALL Block Resource Pages - Summer Learning Days 22-40

These Brave Chinese Students Alway Watch Their Step by Tom Phillips, The Guardian adapted by Newsela 2016

Atuler village is on top of a mountain in southwest China. The children who live there have a very dangerous walk to school. Their school is at the bottom of the mountain.

The students must climb down an 800-meter cliff to get to school. It is almost a 1/2 mile from the top to the bottom. The journey takes them down shaky ladders and over rocks. It takes about 90 minutes. The children are between 6 and 15 years old.

Pictures Upset Chinese People A Chinese newspaper printed pictures of their climb. The story quickly went viral on the Internet. People around China saw it and became angry. Chinese officials then promised to help the people in the mountain village,Chen Jie took the photos. He is a photographer and has won awards for his pictures. Chen spent three days visiting Atuler. Chen was shocked to see the 15 village children climbing the cliff. He said the climb was very dangerous. He did it three times. You have to be very careful, he said. It is very easy to fall. He said that he hoped his pictures could help to change things. Api Jiti is the head of Atuler village. There are 72 families who live there. They grow peppers and walnuts. He said the village does not have enough room to build its own school.


Mountain Has Claimed Some Lives Api said people have been killed and hurt going up and down the mountain. He once nearly fell from it himself.The schoolchildren stay most of the time at the bottom of the mountain with other families. They return home to see their own families twice a month.Chen Jigu lives in the village. He said the wooden ladders are hundreds of years old. Sometimes they discover one of the ladders has broken. Then they get a new one. Government Promises To Step In The Chinese government has promised to fix things. The area's top official said the government would build a steel staircase down the mountain. It will connect the village with the outside world. In the meantime, the government will try to find a better solution.Photographer Chen said it was important to help the villagers. They are very poor. They do not even have furniture. They live on less than $1 a day, he said. Chen asked how people can live like that in the modern world

8-year-old Living in Homeless Shelter Wins New York Chess Championship By: Ashley May, USA Today 2019

An 8-year-old living in a homeless shelter has won the New York State chess championship for his age bracket.

"I want to be the youngest grandmaster," Tanitoluwa Adewumi told The New York Times. He is a Nigerian refugee who goes by Tani.

Tanitoluwa placed first in the New York State Scholastic Championships tournament for kindergarten through third grade. That's a remarkable win for anyone.

"It's unheard of for any kid, let alone one in a homeless shelter," Russell Makofsky told USA Today. Makofsky oversees Manhattan's P.S. 116 chess program.

Tanitoluwa hasn't had an easy life. His family left northern Nigeria in 2017 fearing attacks on Christians, The New York Times reports, and moved to New York City over a year ago where he learned how to play chess at school. He and his family live in a homeless shelter.

School chess coach Shawn Martinez saw Tanitoluwa's potential after observing him excel in the game a few weeks after first learning it early last year.

He reached out to Tanitoluwa's family about joining the school's chess program, and learned they were unable to pay the costs associated with membership. Makofsky decided to waive Tanitoluwa's fees, which can easily exceed thousands with travel and chess camp admissions.

A student gifted Tanitoluwa a chess clock. Tanitoluwa's mother took him to free regular three-hour practice sessions in Harlem. His dad lets him use a laptop to play chess online.

Seven trophies later, Tanitoluwa is one of the top players in the country for his age group.

"He works very hard at his game," Martinez said, estimating Tanitoluwa could achieve master status "in the next year or two." The world's youngest grandmaster qualified at the age of 12.

As Tanitoluwa's story hits national headlines, more people want to help.

Makofsky, who set up a GoFundMe account for Tanitoluwa, said the family has received offers for a car, legal services, jobs and even housing.

"My hope is that he'll be in a home tonight," Makofsky said.

That hope came true, as Tanitoluwa's family has moved out of the shelter and into a new apartment.

Day 22- Writing - Look back at the texts 8-Year-Old Living in Homeless Shelter Wins New York Chess Championship and These Brave


Chinese Students Always Watch Their Step. What are the similarities and differences between the two texts? Use the sentence frames to help you.

● Both texts describe_________________. ● “8-Year-Old Living in Homeless Shelter Wins New York Chess Championship” describes _______________ but “These Brave

Chinese Students Always Watch Their Step” describes ________________________. ● I see another ___________ (difference/similarity) in the articles because ___________.

Day 24- Additional Work with Complex Text- Reread “8-Year-Old Living in Homeless Shelter Wins New York Chess Championship.” If possible, ask an adult or older sibling to read with you. Summarize the text using this sentence frame. Copy your work onto notebook paper labeled Day 24. Summarize: “The main idea of this text is _________. It starts by explaining _________. But then _________ and _________. Finally, _________.”

Copy this chart BIG onto your notebook paper labeled Day 24. Draw or write facts about what you learned from the text about the life of Tani, the 8-year-old in the article. Two examples have been provided.

BOX 1: Many people helped him excel at chess. BOX 2: Tani overcame many challenges.

● Example: Tani’s school chess coach helped him cover the cost of his lessons.

● Example: Tani family moved to the United States from Nigeria.

Day 26- Reading and Speaking Fluency/GUM - Read your favorite part of the “8-Year-Old Living in Homeless Shelter Wins New York Chess Championship” article fluently. Rate how you did on reading fluently by referencing this table:

Fluency Self-Assessment Checklist ⭐⭐⭐⭐ ⭐⭐⭐ ⭐⭐ ⭐

★ I can correct myself and reread when what I read was wrong and doesn’t make sense.

★ I can read at a speed that is appropriate for the piece

★ I can notice and read punctuation.

★ I can read groups of related words and phrases together.

Day 28- Word Study and Vocabulary- In the article ”8-Year-Old Living in Homeless Shelter Wins New York Chess Championship,” the following words are in bold print: excel, achieve, exceed, potential, and associated. Create a vocabulary log like the sample below in your journal. Add 3 of these words to your vocabulary log.

Word Definition Sketch

Day 30- Writing - Revisit “8-Year-Old Living in Homeless Shelter Wins New York Chess Championship.” In your journal, respond to the following prompt: What do you think was the greatest challenge Tani and his family had to face? Why do you think this was the greatest challenge? What lesson can you learn from Tani?

Day 32- Additional Work with Complex Text- Revisit “A Teacher for Helen Keller” on pg. 13 and underline or highlight one interesting fact and two things you learned. Share with a family member. Create the chart below in your journal and complete.

Interesting fact from article: Why was this interesting to you?

Something I learned: What are your thoughts about this new learning?

Something I learned: What are your thoughts about this new learning?

Day 34- Reading and Speaking Fluency/GUM- Whisper read two pages of your AIR book working on being a fluent reader. Read the same two pages out loud being a fluent reader. Rate how you did on reading fluently by referencing this table:


Fluency Self-Assessment Checklist ⭐⭐⭐⭐ ⭐⭐⭐ ⭐⭐ ⭐

★ I can correct myself and reread when what I read was wrong and doesn’t make sense.

★ I can read at a speed that is appropriate for the piece

★ I can notice and read punctuation.

★ I can read groups of related words and phrases together.

Day 36- Word Study and Vocabulary- Revisit “A Teacher for Helen Keller” on pg. 13. Find 2-3 additional unknown words. Create a vocabulary log like the sample below in your journal. Add the words to your vocabulary log.

Word Definition Sketch

Day 38- Writing- Revisit “A Teacher for Helen Keller” on pg. 13. In your journal, respond to the following prompt: What do you think was the greatest challenge Helen had to face? Why do you think this was the greatest challenge? What lesson can you learn from Helen?

Day 40- Additional Work with Complex Text- Reread “A Teacher for Helen Keller” on pg. 13. If possible, ask an adult or older sibling to read with you. Summarize the text using this sentence frame. Copy your work onto notebook paper labeled Day 40. Summarize: “The main idea of this text is _______. It starts by explaining _______. But then _______ and _______. Finally, _________.” Copy this chart BIG onto your notebook paper labeled Day 40. Draw or write facts about what you learned from the text about the life of Helen Keller. Two examples have been provided.

BOX 1: Helen’s teacher made a big difference in Helen’s life. BOX 2: Helen faced many challenges.

● Example: Helen learned sign language from her teacher. ● Example: Helen lost her sight and hearing at the age of two.


AIR (Accountable Independent Reading) Graphic Organizers Select which graphic organizer matches the genre of your book. Copy the graphic organizer onto notebook paper or print a full-size copy using this link: bit.ly/CMSBookLibrary.


https://bit.ly/CMSBookLibrary


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Summer Learning Plan Days 21-40: July 20-August 14 Second Grade · 2 days ago · Summer Learning Plan Days 21-40: July 20-August 14 Second Grade Day 31 Math You will review different